Dr. Niroj Dahal

@soed.ku.edu.np

Asst. Professor, STEAM Education
Kathmandu University School of Education

Dr. Niroj Dahal


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https://researchid.co/nirojdahal
Niroj Dahal holds a PhD in STEAM Education and has built a career focused on innovative teaching methodologies and educational research. Dr. Dahal works at the Department of STEAM Education, Kathmandu University School of Education. Dr. Dahal's research interests span a wide range, including ICT in education, qualitative research, transformative research, mathematics education, and STEAM education. Dr. Dahal was honored with the Science and Technology Youth Award 2082 by the Nepal Academy of Science and Technology (NAST) in December 2025 for his significant contributions to STEAM education and research.

EDUCATION

PhD in STEAM Education (2025), Kathmandu University, Nepal

RESEARCH, TEACHING, or OTHER INTERESTS

Multidisciplinary, Philosophy, Visual Arts and Performing Arts, Artificial Intelligence

FUTURE PROJECTS

AI and Education


Applications Invited
Funding

Alternative Research Methodologies


Applications Invited
Funding
57

Scopus Publications

1895

Scholar Citations

25

Scholar h-index

48

Scholar i10-index

Scopus Publications

  • Writing as a Process of Inquiry in Autoethnography for Meaning-Making: Reflections and Some Points for Consideration
    Qualitative Report, 2026
  • Ethical dilemmas in narrative research: a review informed by Eastern wisdom traditions
    Rejina K. C., Niroj Dahal
    Frontiers in Research Metrics and Analytics, 2026
    Narrative research is intended to explore human experiences. However, there are ethical dilemmas that challenge researchers beyond formal protocols. This review examines 16 empirical studies (2014-2023) alongside insights from Eastern wisdom traditions, drawing on the experiences of three university faculty members who have employed narrative inquiry methodology in their graduate-level research to explore ethical dilemmas and shortcomings. This review identifies key recurring dilemmas in narrative research, including navigating informed consent, ensuring anonymity/confidentiality, managing power dynamics, mitigating emotional vulnerability, and respecting cultural sensitivity. The findings feature ethical integrity that relies on continuous reflexivity, relational ethics, and trust-building-principles reflected in Eastern concepts such as Dharma (i.e., righteous duties) and Karma (i.e., selfless actions). The study emphasizes the importance of context-sensitive ethical practices that prioritize participant dignity and the researcher's integrity. The article addresses the implications of creating ethical dilemmas in narrative research guidelines, provides ongoing ethical training, and promotes collaborative learning among researchers to enhance the trustworthiness of qualitative research in general and narrative research in particular.
  • Trends and challenges of implementing randomized controlled trials in English language education: a systematic review
    Keshab Kumar Sijali, Tikaram Poudel, Niroj Dahal
    Cogent Education, 2026
    Randomized Controlled Trials (RCTs) in English Language Education (ELE) have gained attention for assessing the efficacy of pedagogical interventions. Understanding RCT trends and challenges in their application in ELE is essential for improving educational practices. This systematic review aims to address this issue by investigating the trends and challenges of implementing RCTs in ELE. Following the PRISMA framework, we screened studies from Google Scholar, Semantic Scholar, ERIC, and OpenAlex against predefined inclusion criteria and appraised them using structured methodological standards for RCTs. Subsequently, we included 44 RCTs published in peer-reviewed journals over the last 15 years in ELE. Finally, we employed descriptive statistics to summarize the studies' characteristics and a narrative synthesis to identify patterns and gaps. Findings revealed a growing trend of RCTs in ELE, mostly led by Asian studies and technology-based interventions, with a focus on language skills at the university level. However, the reliance of most studies on small samples, simple randomization, short-term interventions, and the demand for rigid RCT procedures has revealed the methodological, ethical, contextual, and practical challenges of implementing RCTs in ELE. These findings offer valuable insights for researchers, EFL teacher-practitioners, policymakers, and curriculum designers to implement and practice robust RCTs in ELE.
  • Becoming (De)Contextualized Learners and Teachers of Mathematics: An Arts-Based Ethnodrama
    Mathematics Teaching Research Journal, 2026
  • Examining EFL teachers’ awareness, use and challenges of AI integration in ELT context
    Ali Hamed Barghi, Ramazan Zengin, Niroj Dahal, Md. Kamrul Hasan, Sushil Shrestha
    Frontiers in Education, 2026
    AI tools have spread into English language classrooms faster than most teachers have been prepared for them. This study surveyed 221 EFL teachers and practicum students in Türkiye to understand how they use AI, what stops some from using it at all, and what they expect from these tools going forward. A mixed-methods design was used, combining thematic analysis of open-ended responses with descriptive frequency data. TPACK and AI literacy guided the interpretation of findings. Most participants who used AI did so for activity design, lesson planning, and assessment work. Nearly two-thirds, however, had never received any formal training. Ethical concerns were common on both sides, among users and avoiders alike, especially around data privacy and a perceived risk of professional displacement. Non-users most often cited a simple lack of preparation rather than any principled rejection of the technology. Future tool preferences were practical and specific, with content creation and assessment support ranking highest. Teacher training in this context needs to move well beyond introducing tools, taking seriously both the practical gaps and the ethical questions that AI raises in everyday ELT work.
  • Data collection methods in qualitative research: researchers' reflections
    Bharat Prasad Neupane, Niroj Dahal, Rebat Kumar Dhakal, Md. Kamrul Hasan, Joseph A. Villarama, Bench Go Fabros
    Frontiers in Research Metrics and Analytics, 2026
    This article explores qualitative data collection methods based on researchers' experiences, integrating established techniques with culturally situated innovations. It explores core methods—interviews, observations, focus group discussions, and self-reflection—featuring their applications, strengths, and challenges in capturing nuanced human experiences. Moving beyond conventional frameworks, the article introduces and elaborates on innovative, context-sensitive data collection approaches such as Kurakani (informal conversational inquiry), Pandheri Guff (contemplative dialogue among women), and Chautari Guff (public participatory dialogue). Grounded in the authors' critical reflections from their own research journeys, the discussion offers practical insights for both novice and experienced researchers. It advocates methodological creativity and epistemic diversity, arguing that thoughtful adaptation and the generation of methods aligned with local contexts enhance rigor, authenticity, and the ethical co-construction of knowledge in qualitative research.
  • Pedagogical strategies for mitigating foreign language anxiety: a mixed-methods study of first-semester undergraduate students
    Md. Nurul Haque, Niroj Dahal, Md. Kamrul Hasan, Netra Kumar Manandhar, Hiralal Kapar, Ramazan Zengin, Sumona Sharmin
    Frontiers in Education, 2026
    Foreign language anxiety (FLA) is widely recognized as a significant affective factor influencing second language learning, particularly among non-native learners. Although the phenomenon has been extensively examined in global contexts, empirical evidence from Bangladesh remains limited. This study investigates the nature of foreign language anxiety among first-semester undergraduate students and explores the pedagogical strategies teachers use to mitigate it in Bangladeshi higher education. A mixed-methods research design was employed, combining quantitative and qualitative approaches. Data were collected from 42 English-major undergraduate students and 10 teachers at a university in Bangladesh through surveys, interviews, and classroom observations. Descriptive statistics, t-tests, and content analysis were used to analyze the data. The findings reveal moderate to high levels of foreign language anxiety, particularly in oral communication. Key sources of anxiety include fear of negative evaluation, low self-confidence, test-related stress, and cultural differences. Teachers addressed these challenges by fostering a supportive classroom atmosphere, using humor, providing positive feedback, integrating motivational videos, and promoting collaborative learning activities. Students reported that these strategies enhanced their confidence, motivation, and engagement in language learning. The study highlights the importance of supportive pedagogical practices in reducing foreign language anxiety and improving language learning outcomes. The findings offer practical implications for teacher training, curriculum development, and language education policy in similar educational contexts.
  • Enhancing Mobile Learning Platforms through Meaningful Gamification: Heatmaps, Quizzes, and Time-Based Rewards
    Krishna Lamsal, Sudhan Bhattarai, Sulav Pokharel, Sashank Baral, Sushil Shrestha, Niroj Dahal, Md. Kamrul Hasan
    International Journal of Interactive Mobile Technologies, 2025
    Developing long-term study habits through gamification in educational platforms presents a significant challenge. The approaches taken by modern gamified platforms and researchers to gamify the educational platform often rely on extrinsic rewards akin to video games, which engage students but fail to cultivate the intrinsic motivation necessary for habit development. Educational platforms commonly implement badges, leaderboards, achievements, and points (BLAP) that predominantly reward students for their results rather than their effort, thereby lacking meaningful gamification. To address these issues, this paper proposes alternative strategies such as competitive player-vs-player quizzes, visual time statistics, and a habit-tracking heatmap to foster intrinsic motivation through a competitive environment that enhances self-awareness and cultivates a growth mindset. This research utilized an initial survey and literature review to identify the shortcomings of existing gamification approaches, developed a prototype based on the hypotheses, and engaged participants in interactive sessions to gather qualitative feedback. Subsequently, a quantitative survey measured the effectiveness of the proposed strategies. As an initial exploratory study, this paper aims to lay the groundwork for future empirical validation of these strategies. The findings from this phase provide initial validation that these new features may serve as effective alternatives to traditional gamification elements. While the study suggests these methods have potential, a longitudinal evaluation is necessary to assess their long-term impact on study habits.
  • Qualitative data analysis: reflections, procedures, and some points for consideration
    Niroj Dahal
    Frontiers in Research Metrics and Analytics, 2025
    This article adopts a constructivist grounded theory approach based on the principle of intersubjective relations and the co-construction of interpretations. Reflecting on the author's experiences as a tutor, supervisor, examiner, and reviewer to demystify qualitative data analysis (QDA), this article emphasizes member checking with participants to confirm the researchers' interpretations and collaboratively constructed meanings, addressing reflexivity, peer debriefing, and triangulation. QDA is framed as an iterative, dynamic process of extracting meaning from diverse data forms (field text, narrative, voice, reflective note, text, audio, and video). The procedures of data analysis and/or writing as a process of inquiry, such as data immersion, initial impressions, codes, categories, and theme developments, are explored across methods or methodologies, including autoethnography, participatory action research (PAR), narrative inquiry, grounded theory, phenomenology, ethnography, case study, and other alternative research methods or methodologies, with data saturation as the final stepping point when no new data and/or insights from field text, narrative, voice, reflective note, text, audio, or video are extracted. Challenges like generating an intersubjective construction of meaning with research participants and achieving data saturation are addressed through methods such as reflexivity, peer debriefing, member checking and triangulation. This article provides a practical guide for scholars on data analysis, incorporating reflections, procedures, and some points for consideration to ensure rigor and meaningful analysis.
  • Female undergraduates’ perception of mathematics: a mixed-methods study
    Tara Paudel, Niroj Dahal, Md. Kamrul Hasan
    Frontiers in Education, 2025
    Mathematics is essential in daily life and career development, yet gender disparities persist, particularly in contexts such as Nepal, where socio-cultural norms influence educational access. This study examines the perceptions of female undergraduate mathematics students at Tribhuvan University, Nepal, exploring factors affecting their attitudes, self-efficacy, and motivation. A mixed-methods QUAN-QUAL research design integrated quantitative surveys (n = 75) and qualitative interviews (n = 4). Quantitative findings revealed that 72% of participants held negative attitudes toward mathematics, perceiving it as stressful (66%) and male-dominated (65%), with low self-efficacy (37% negative) and ambivalent motivation (49% uncertain). Caste/ethnicity significantly influenced perceptions of mathematics as male-dominated (χ2 = 23.923, p = 0.021). Qualitative insights highlighted socio-cultural barriers, including familial pressures prioritizing marriage over education, gendered stereotypes, and limited parental education. Female undergraduate students reported balancing household duties with academic demands, exacerbating stress and self-doubt. Despite recognizing mathematics use, systemic inequities hindered engagement. The study underlines the need for gender-sensitive curricula, confidence-building pedagogies, and community awareness to challenge stereotypes and enhance support. Recommendations include policy reforms, scholarships for marginalized groups, and teacher training to foster inclusive learning environments. Addressing these barriers is critical to transforming mathematics education into an equitable and empowering space for Nepali female students.
  • University faculty perceptions of training transfer and professional growth: a qualitative study
    Anju Gautam, Niroj Dahal, Md. Kamrul Hasan
    Frontiers in Education, 2025
  • Enhancing school performance through whole school intervention: a case study
    Dhundi Raj Giri, Bharat Prasad Neupane, Niroj Dahal, Dhanapati Subedi
    Frontiers in Education, 2025
  • Preface
    Advances in Science Technology and Innovation, 2025
  • Technology-mediated task-based language teaching: a systematic review
    Laxman Prasad Bhandari, Niroj Dahal, Jai Raj Awasthi, Siddhartha Dhungana
    Cogent Education, 2025
  • Navigating the meta-crisis of generativity: adapting qualitative research quality criteria in the era of generative AI
    Niroj Dahal, Md. Kamrul Hasan, Amine Ounissi, Md. Nurul Haque, Hiralal Kapar
    Frontiers in Research Metrics and Analytics, 2025
  • Generative AI on professional development: a narrative inquiry using TPACK framework
    Buddhi Laxmi Lakhe Shrestha, Niroj Dahal, Md. Kamrul Hasan, Santosh Paudel, Hiralal Kapar
    Frontiers in Education, 2025
  • Connecting the dots: Teachers’ reflective practices for developing self-efficacy, emancipation, and empowerment
    Babita Maharjan, Pushpa Kumari Sunar, Niroj Dahal, Binod Prasad Pant, Netra Kumar Manandhar
    Journal of Interdisciplinary Studies in Education, 2025
  • Stories of stress: unveiling professional anxiety in mathematics teaching
    Daya Ram Simkhada, Niroj Dahal, Binod Prasad Pant, Laxman Luitel, Netra Kumar Manandhar
    Frontiers in Education, 2025
  • Impact of activity types and speaking hours on spoken English fluency: a comparative study in Bangladeshi tertiary classes
    Md. Nurul Haque, Niroj Dahal, Md. Kamrul Hasan, Netra Kumar Manandhar, Sumona Sharmin
    Frontiers in Education, 2025
  • Higher-order thinking skills in e-learning contexts in higher education: a phenomenological study
    Jiban Khadka, Niroj Dahal, Usha Acharya, Gobinda Puri, Nirmala Subedi, Md. Kamrul Hasan
    Frontiers in Education, 2025
  • Developing engaging STEAM-geometry activities: Fostering mathematical creativity through the engineering design process using Indonesian cuisine context
    Agnita Siska Pramasdyahsari, Maya Rini Rubowo, Velma Nindita, Iin Dwi Astutik, Binod Prasad Pant, Niroj Dahal, Bal Chandra Luitel
    Infinity Journal, 2025
  • Practice and effectiveness of guidance and counseling in Nepali schools: roles of learning strategy, self-management, and social skills
    Jiban Khadka, Niroj Dahal, Md. Kamrul Hasan, Md. Nurul Haque, Dirgha Raj Joshi, Nirmala Subedi, Usha Acharya
    Frontiers in Education, 2025
  • Autoethnographic Action Research as a Contemplative Practice: Awareness and Transformation of Inner and Outer Selves
    Jiju Varghese, Bal Chandra Luitel, Niroj Dahal
    Qualitative Report, 2024
  • Drama-based pedagogy for preschoolers: A narrative inquiry of Nepali educators
    Dolma Lama, Niroj Dahal, Pushpa Kumari Sunar
    Journal of Childhood Education and Society, 2024
  • Cultural Collaborative Ways of Knowing, Doing, Valuing and Becoming: A ‘Pandheri Guff’ Inquiry of Nepali Women Scholars
    Parbati Dhungana, Pushpa Kumari Sunar, Babita Maharjan, Sachita Suwal, Niroj Dahal
    Journal of Underrepresented and Minority Progress, 2024
  • Participatory learning: Exploring place-based pedagogy for future teachers
    Babita Maharjan, Binod Prasad Pant, Niroj Dahal
    Pedagogical Research, 2024
  • Meaningful engagement of preschoolers through storytelling pedagogy
    Babita Maharjan, Netra Kumar Manandhar, Binod Prasad Pant, Niroj Dahal
    Pedagogical Research, 2024
  • How Can Generative AI (GenAI) Enhance or Hinder Qualitative Studies? A Critical Appraisal from South Asia, Nepal
    Niroj Dahal
    Qualitative Report, 2024
  • Transformative Visions of Qualitative Inquiry: Performative, Philosophical, and Artistic Transformations
    Niroj Dahal
    Qualitative Report, 2024
  • Teachers’ Narratives on Integrating GeoGebra for Enhancing Conceptual Understanding in Mathematics
    Proceedings of the Asian Technology Conference in Mathematics, 2024
  • Knowing, Doing, and Becoming Reflective Practitioners: A Narrative Inquiry of STEAM Educators
    Pushpa Kumari Sunar, Binod Prasad Pant, Niroj Dahal
    Alberta Journal of Educational Research, 2024
  • Connecting Trigonometry to Its Geometric Roots: An Introduction to Trigonometric Values
    Proceedings of the Asian Technology Conference in Mathematics, 2024
  • Participant selection procedures in qualitative research: experiences and some points for consideration
    Niroj Dahal, Bharat Prasad Neupane, Binod Prasad Pant, Rebat Kumar Dhakal, Dhudi Raj Giri, Puna Ram Ghimire, Laxman Prasad Bhandari
    Frontiers in Research Metrics and Analytics, 2024
  • Experiencing Transformative Learning during Participatory Needs Assessment of a Public School: Journeys and Arrivals to Relational Ontology(ies)
    Shree Krishna Wagle, Parbati Dhungana, Bal Chandra Luitel, Erling Krogh, Niroj Dahal
    Qualitative Report, 2023
  • Implementing Transformative Education with Participatory Action Research: A Review
    Niroj Dahal
    Qualitative Report, 2023
  • Digital citizenship and digital ethics: An educator's perspective
    Niroj Dahal
    Critical Roles of Digital Citizenship and Digital Ethics, 2023
  • Students' Experience in Learning Trigonometry in High School Mathematics: A Phenomenological Study
    Mathematics Teaching Research Journal, 2023
  • Transformation through participatory action research in a community school of Nepal
    Roshani Rajbanshi, Niroj Dahal
    Implementing Transformative Education with Participatory Action Research, 2023
  • Transformative praxis as a mode of fostering action learning
    Niroj Dahal, Bal Chandra Luitel, Binod Prasad Pant
    Implementing Transformative Education with Participatory Action Research, 2023
  • Ensuring Quality in Qualitative Research: A Researcher's Reflections
    Niroj Dahal
    Qualitative Report, 2023
  • Developing the Contextualized SERVQUAL Instrument for Measuring the Service Quality of Nepali Resorts: An Application of the Modified Delphi Technique
    Yadav Adhikari, Mana Prasad Wagley, Niroj Dahal
    Sage Open, 2023
  • Integrating collaborative ict tools in higher education for teaching and learning: A modest proposal for innovation in digital instructions
    Niroj Dahal
    Innovations in Digital Instruction Through Virtual Environments, 2023
  • Journey of Realization and Adaptation through Auto/Ethnography: A Shift to Transformative Educational Research
    Tara Paudel, Bal Chandra Luitel, Niroj Dahal
    Qualitative Report, 2023
  • Secondary Level Mathematics Teachers' Critical Reflections on the Use of GeoGebra for Teaching Trigonometry
    Proceedings of the Asian Technology Conference in Mathematics, 2023
  • VIRTUAL TEACHER PROFESSIONAL DEVELOPMENT IN NEPAL DURING COVID-19
    17th International Conference on E Learning and Digital Learning 2023 Eldl 2023 and 11th International Conference on Sustainability Technology and Education 2023 Ste 2023, 2023
  • ENSURING HIGHER LEARNING OUTCOMES THROUGH E-LEARNING: AN EXAMPLE OF KATHMANDU UNIVERSITY SCHOOL OF EDUCATION, NEPAL
    17th International Conference on E Learning and Digital Learning 2023 Eldl 2023 and 11th International Conference on Sustainability Technology and Education 2023 Ste 2023, 2023
  • BLENDED LEARNING PEDAGOGY: ENSURING HIGHER LEARNING OUTCOMES
    Elearning and Software for Education Conference, 2023
  • AI Chatbots as Math Algorithm Problem Solvers: A Critical Evaluation of Its Capabilities and Limitations
    Proceedings of the Asian Technology Conference in Mathematics, 2023
  • Mediating effects of employees' education on service quality and customer satisfaction: A study of resorts in Nepal
    Yadav Adhikari, Jiban Khadka, Mana Prasad Wagley, Prakash C Bhattarai, Niroj Dahal
    Humanities and Social Sciences Letters, 2023
  • Development and Evaluation of E-Learning Courses: Validity, Practicality, and Effectiveness
    Niroj Dahal, Binod Prasad Pant, Bal Chandra Luitel, Jiban Khadka, Indra Mani Shrestha, Netra Kumar Manandhar, Roshani Rajbanshi
    International Journal of Interactive Mobile Technologies, 2023
  • REALITY OF E-LEARNING: SUCCESS AND FAILURE OF LEARNING MANAGEMENT SYSTEM
    Elearning and Software for Education Conference, 2023
  • Understanding and Encountering the Ethics of Self and Others in Autoethnography: Challenging the Extant and Exploring Possibilities
    Niroj Dahal, Bal Chandra Luitel
    Qualitative Report, 2022
  • GeoGebra Integration in High School Mathematics-An Experiential Exploration on Concepts of Circle
    Mathematics Teaching Research Journal, 2022
  • ENHANCING STUDENT-TEACHERS ASSESSMENT SKILLS: A SELF-AND PEER-ASSESSMENT TOOL IN HIGHER EDUCATION
    Niroj Dahal, Bal Chandra Luitel, Binod Prasad Pant, Roshani Rajbanshi
    International Journal of Education and Practice, 2022
  • The Learning Performance of Indigenous Students in Nepali Private Schools: A Mixed-Methods Study
    Faculty of Social Sciences, Education, Nepal Open University, Nepal, jiban@nou.edu.np, Jiban Khadka, Krishna Prasad Adhikari, Oxford University, School of Anthropology, Museum Ethnography, UK, krishna.adhikari@anthro.ox.ac.uk, Niroj Dahal, Corresponding author, Ph.D. student at Kathmandu University School of Education, Department of STEAM Education, Nepal, niroj@kusoed.edu.np
    International Journal of Instruction, 2022
  • Use of GeoGebra in Teaching and Learning Geometric Transformation in School Mathematics
    Niroj Dahal, Binod Prasad Pant, Indra Mani Shrestha, Netra Kumar Manandhar
    International Journal of Interactive Mobile Technologies, 2022
  • Understanding the use of questioning by mathematics teachers: A revelation
    International Journal of Innovation Creativity and Change, 2019

RECENT SCHOLAR PUBLICATIONS

  • Access to Digital Learning Resources among Higher Education Students in Post‑COVID Nepal: A Cross‑Sectional Study
    YR Upreti, Y Acharya, B Khanal, N Dahal
    Discover Education , 2026
    2026
  • STEAM Education in Tertiary Contexts: A Rapid Review
    N Dahal
    Social Sciences and Humanities Open 13 , 2026
    2026
  • Empowering Parents' Role Towards Digital Well-being of Preschoolers: An Action Research Study
    R Bishunke, PK Sunar, N Dahal, SA Alahmari, MK Hasan, A Ounissi
    Frontiers in Human Dynamics 8, 1779593 , 2026
    2026
  • Becoming (De)Contextualized Learners and Teachers of Mathematics: An Arts-based Ethnodrama
    HL Dhungana, N Dahal, IM Shrestha, R Manandhar
    Mathematics Teaching-Research Journal 18 (2), 119-138 , 2026
    2026
  • Introduction: Post-Qualitative Research in Education
    N Dahal, BC Luitel
    Post Qualitative Research Trends in Education, 1-18 , 2026
    2026
  • Post-Qualitative Research Trends: A Proposal for Integrating Swa-Twam-Tat Inquiry
    N Dahal, P Ghimire
    Post Qualitative Research Trends in Education, 19-34 , 2026
    2026
  • Developing Educational Research as/for Transformative Professional Development: A Case of (Post) Graduate Education Program for a Greater Good
    BC Luitel, N Dahal, NK Manandhar, BP Pant, P Dhungana, SK Wagle, ...
    Post Qualitative Research Trends in Education, 63-86 , 2026
    2026
  • Writing as a Process of Inquiry in Autoethnography for Meaning-Making: Reflections and Some Points for Consideration
    N Dahal
    The Qualitative Report 31 (4), 5595-5615 , 2026
    2026
  • Examining EFL Teachers' Awareness, Use and Challenges of AI Integration in ELT Context
    AH Barghi, R Zengin, N Dahal, MK Hasan, S Shrestha
    Frontiers in Education 11, 1779680 , 2026
    2026
  • Pedagogical strategies for mitigating foreign language anxiety: A mixed-methods study of first-semester undergraduate students
    MN Haque, N Dahal, MK Hasan, NK Manandhar, K Hiralal, R Zengin, ...
    Frontiers in Education 11, 1718085 , 2026
    2026
  • Trends and Challenges of Implementing Randomized Controlled Trials in English Language Education: A Systematic Review
    KK Sijali, T Poudel, N Dahal
    Cogent Education 13 (1), 2633469 , 2026
    2026
  • Data Collection Methods in Qualitative Research: Researchers' Reflections
    BP Neupane, N Dahal, RK Dhakal, MK Hasan, JA  Villarama, BG Fabros
    Frontiers in Research Metrics and Analytics 11, 1778160 , 2026
    2026
    Citations: 2
  • Technology Integration to Enhance the Speaking Proficiency of English Language Learners: A Systematic Review
    S Sumbul, BP Neupane, N Dahal
    Advances in Mobile Learning Educational Research 6 (1), 1742-1750 , 2026
    2026
    Citations: 1
  • शैक्षिक अनुसन्धानकर्ताहरुको आँखामा विद्यालय शिक्षामा निरन्तर अभ्यास
    BP Pant, N Dahal
    Education Review Journal 2 (1), 78-89 , 2025
    2025
  • Impact of Activity Types and Speaking Hours on Spoken English Fluency: A Comparative Study in Bangladeshi Tertiary Classes
    MN Haque, N Dahal, MK Hasan, NK Manandhar, S Sharmin
    Frontiers in Education 10, 1639602 , 2025
    2025
  • Informatics, Technologies and Digitalization in the age of Transformation
    A Salman, N Dahal, J Wood, M Abdulrazzaq
    Advances in Science, Technology and Innovation 1, 1-152 , 2025
    2025
  • Experiences of Developing Conceptual Understanding of 3D Shapes through Audio-Visual Aids
    S Bhatt, N Dahal, IM Shrestha
    Advances in Mobile Learning Educational Research 5 (2), 1621-1634 , 2025
    2025
    Citations: 1
  • Qualitative data analysis: Reflections, procedures, and some points for consideration
    N Dahal
    Frontiers in Research Metrics and Analytics 10, 1669578 , 2025
    2025
    Citations: 59
  • Integrating Technology in Mathematics Education: Expanding a Boundary of Transformative Learning
    N Dahal, BR Lamichhane
    Mathematics Education Forum Chitwan 10 (1), 1-14 , 2025
    2025
  • Technology-Mediated Task-Based Language Teaching: A Systematic Review
    LP Bhandari, N Dahal, JR Awasthi, S Dhungana
    Cogent Education 12 (1), 2560051 , 2025
    2025
    Citations: 10

MOST CITED SCHOLAR PUBLICATIONS

  • Participant Selection Procedures in Qualitative Research: Experiences and Some Points for Consideration
    N Dahal, BP Neupane, BP Pant, RK Dhakal, DR Giri, PR Ghimire, ...
    Frontiers in Research Metrics and Analytics 9, 1512747 , 2024
    2024
    Citations: 186
  • Use of GeoGebra in teaching and learning geometric transformation in school mathematics
    N Dahal, BP Pant, IM Shrestha, NK Manandhar
    International Journal of Interactive Mobile Technologies 16 (08), 65–78 , 2022
    2022
    Citations: 109
  • ICT tools for remote teaching and learning mathematics: A proposal for autonomy and engagements
    N Dahal, NK Manandhar, L Luitel, BC Luitel, BP Pant, IM Shrestha
    Advances in Mobile Learning Educational Research 2 (1), 289-296 , 2022
    2022
    Citations: 96
  • Ensuring quality in qualitative research: A researcher's reflections
    N Dahal
    The Qualitative Report 28 (8), 2298-2317 , 2023
    2023
    Citations: 86
  • Understanding the use of questioning by mathematics teachers: A revelation
    N Dahal, BC Luitel, BP Pant
    International Journal of Innovation, Creativity and Change 5 (1), 118-146 , 2019
    2019
    Citations: 62
  • Qualitative data analysis: Reflections, procedures, and some points for consideration
    N Dahal
    Frontiers in Research Metrics and Analytics 10, 1669578 , 2025
    2025
    Citations: 59
  • Conceptualising transformative praxis
    BC Luitel, N Dahal
    Journal of Transformative Praxis 1 (1), 1-8 , 2020
    2020
    Citations: 51
  • Integration of GeoGebra in Teaching and Learning Geometric Transformation
    N Dahal, D Shrestha, BP Pant
    Journal of Mathematics and Statistical Science 5 (12), 323-332 , 2020
    2020
    Citations: 49
  • Understanding and Encountering the Ethics of Self and Others in Autoethnography: Challenging the Extant and Exploring Possibilities
    N Dahal, BC Luitel
    The Qualitative Report 27 (12), 2671-2685 , 2022
    2022
    Citations: 48
  • Autoethnography: Writing lives and telling stories
    BC Luitel, N Dahal
    Journal of Transformative Praxis 2 (1), 1-7 , 2021
    2021
    Citations: 48
  • ICTs into mathematical instructions for meaningful teaching and learning
    M Maharjan, N Dahal, BP Pant
    Advances in Mobile Learning Educational Research 2 (2), 341-350 , 2022
    2022
    Citations: 45
  • How Can Generative AI (GenAI) Enhance or Hinder Qualitative Studies? A Critical Appraisal from South Asia, Nepal
    N Dahal
    The Qualitative Report 29 (3), 722-733 , 2024
    2024
    Citations: 42
  • Generative AI and AI tools in English language teaching and learning: An exploratory research
    PR Ghimire, BP Neupane, N Dahal
    English Language Teaching PERSPECTIVES 9 (1-2), 30-40 , 2024
    2024
    Citations: 42
  • Enhancing Student-teachers' Assessment Skills: A Self-and Peer-assessment Tool in Higher Education
    N Dahal, BC Luitel, BP Pant, R Rajbanshi
    International Journal of Education and Practice 10 (4), 313–321 , 2022
    2022
    Citations: 41
  • Emerging ICT Tools, Techniques and Methodologies for Online Collaborative Teaching and Learning Mathematics
    N Dahal, BC Luitel, BP Pant, IM Shrestha, NK Manandhar
    Mathematics Education Forum Chitwan 5 (5), 17-21 , 2021
    2021
    Citations: 41
  • Teacher-Students Relationship and Its Potential Impact on Mathematics Learning
    N Dahal, BC Luitel, BP Pant
    Mathematics Education Forum Chitwan 4 (4), 35-53 , 2019
    2019
    Citations: 39
  • Development and Evaluation of E-Learning Courses: Validity, Practicality, and Effectiveness
    N Dahal, BP Pant, BC Luitel, J Khadka, IM Shrestha, NK Manandhar, ...
    International Journal of Interactive Mobile Technologies 17 (12), 40-60 , 2023
    2023
    Citations: 34
  • Critical pedagogy: Future and hope
    BC Luitel, N Dahal, BP Pant
    Journal of Transformative Praxis 3 (1), 1-8 , 2022
    2022
    Citations: 34
  • Understanding and uses of collaborative tools for online courses in higher education
    N Dahal
    Advances in Mobile Learning Educational Research 2 (2), 435-442 , 2022
    2022
    Citations: 29
  • Teacher-students relationship and its potential impact on mathematics learning: An autoethnographic inquiry
    N Dahal
    Kathmandu University School of Education, Hattiban, Lalitpur, Nepal , 2013
    2013
    Citations: 29

GRANT DETAILS

PhD Fellowship and Research Support, UGC, Nepal
2021-07 to 2025-07 | Grant

Honors & Awards
Science and Technology Youth Award 2082 from
NAST, Nepal